geneva, may 30, 2006 - tecfa · 2006-05-31 · • "learning" is a complex...
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Instructional Design Models and MethodsOnline Learning in Diplomacy Workshop
Geneva, May 30, 2006
Daniel K. Schneiderhttp://tecfa.unige.ch/tecfa-people/schneider.html
TECFAFaculté de Psychologie et des Sciences de l’Education
Université de Genève
Code: diplo06
© TECFA 31/5/06Menu of the talk1. What’s behind a pedagogical design ? 32. Learning 43. Education, pedagogy, instruction 84. Instructional design models 115. Tools & Methods 276. Executive summary 34
© TECFA 31/5/06
1. What’s behind a pedagogical design ? diplo06-3
1. What’s behind a pedagogical design ?
Affect andLearning
LearningLearning
Educational
InstructionalPedagogic
Instructional
Instructional
Pedagogical
Educational
TechnologiesInstructionaldesign methods
technologies
design models
design
motivationtheory
type
theory
leveltheory
strategies
design theory
(scenarios)
1.Learning
4.Tools & Methods
2.Pedagogy
3.Howto Models
Objectives& constraints
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2. Learning diplo06-4
2. Learning
Why bother ?• "Learning" is a complex multi-dimensional phenomenon• There are different learning types, learning levels etc.• It’s not obvious to identify learning goals
... learning theory can help a bit, in particular its taxonomies
• Learning theory strongly influences pedagogical theory & practice
Affect andLearning
LearningLearning
motivationtheory
typelevel
1.Learning
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2.1.Types of Learning1. Attitudes:
• Disposition or tendency to respond positively or negatively ....2. Factual Information (Memorization):
• Processing of factual information and remembering .....3. Concepts (Discrimination):
• ... how to discriminate and categorize things. It is not related to simple recall and must be constructed.
4. Reasoning (Inference, Deduction):• thinking activities that involve making or testing inferences
5. Procedure Learning:• .... being able to solve a certain task by applying a procedure.
6. Problem solving:• identification of subgoals, use of methods to satisfy subgoals.
7. Learning Strategies:• learning how to learn, very difficult to teach !
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2.2.Levels of Learning(Bloom’s taxonomy of the cognitive dimension)
1. Knowledge: recall data or information• ... describe, identify, recall, arrange, define, duplicate, label, list, ....
2. Comprehension: be able to translate into own words.• ... give example, classify, describe, discuss, explain, express, identify, ...
3. Application: Use a concept in a new situation• ... apply, change, construct, compute, choose, demonstrate, write, ...
4. Analysis: split concepts into parts and understands the structure• ... analyze, break down, relate, appraise, calculate, categorize, compare, ...
5. Synthesis: Produce something from different elements• ... summarize, arrange, combine, categorize, assemble, collect, compose, ...
6. Evaluation: Make judgements, justify a solution, etc.• ... appraise, interpret, argue, assess, attach, compare, defend, predict, ...
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2.3.Leaning theorieslook at learning in different ways ... lead to different designs
behaviorismconstructivism social cognition
situated & shared cognition
(construct knowledge) (interact with others)
(interact with the situation)(reach knowledge objectives)
(change behavior)
cognitivism
higher learninglevels
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3. Education, pedagogy, instruction diplo06-8
3. Education, pedagogy, instruction
Why bother ?• There are very few generally applicable principles• Different pedagogies relate to different learning goals & types & levels
... try to have a "vocabulary" of strategies and tactics
Educational
InstructionalPedagogic
Instructional
theory
theorystrategies
design theory2.Pedagogy
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3.1.Major pedagogical approaches (strategies)(Baumgartner & Kalz), there are many other typologies ...
(see “Overview of pedagogic strategy models” [p. 15])
Learning ITransfer
Learning IITutor
Learning IIICoach
Factual knowledge, “know-that”
Procedural knowledge, “know-how”
Social practise, “knowing in action”
Transfer of propositional
knowledge
Presentation of predetermined
problemsAction in (complex and
social) situations
to know, to remember to do, to practise to cope, to masterProduction of correct
answersSelection of correct methods and its use
Realization of adequate action strategies
Verbal knowledge, Memorization Skill, Ability Social Responsibility
to teach, to explain to observe, to help,to demonstrate to cooperate, to support
Teaching I Teaching II Teaching III
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3.2.Pedagogical strategies and methods?E.g. Khan’s (2000) list of Methods and Strategies
... some (combinations of) strategies work better for some learning goals
Presentation ExhibitsDemonstration Drill and Practice
Tutorials GamesStory Telling SimulationsRole-playing DiscussionInteraction ModelingFacilitation Collaboration
Debate Field TripsApprenticeship Case Studies
Generative Development Motivation
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4. Instructional design models
Types of instructional design models:1. Functions of a learning environment2. Quality of a design3. Complementary models that will enhance a design (not in this talk)4. Change management models (not in this talk)5. Pedagogic strategy models6. Instructional design methods: how to implement a design (later)
Instructionaldesign models
3.Howto Models
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4.1.Functions of a learning environment
• Focus can change• E.g. teacher role is central in activity-based designs• E.g. Learning material is important for mass-education
Fellow
“Monitor”“Teacher”
Tools
InformationsourcesLearningmaterial
learners
“School”
guidance &instruction &
insures thatsomething is learnedcurriculum
collaboration
what has to be learned
to produce
additional
things
(courseware)
& studentadministration
augments learning
knowledge
design
LEARNERActivities
modified from Sandberg
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4.2.What is good learning design ? (Quality)• The debate is open, several grids exist
Example 1:
Merril’s model for 5 Star Instructional Design’sNot applicable to transmissive (“spray-and-pray”) / or exploratory designs (“sink-or swim”).
1. Does the courseware relate to real world problems?2. Does the courseware activate prior knowledge or experience?3. Does the courseware demonstrate what is to be learned ? 4. Can learners practice and apply acquired knowledge or skill?5. Are learners encouraged to integrate (transfer) the new knowledge or
skill into their everyday life?
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Example 2:
Socio-constructivist features of on-line teaching (Taylor and Maor)1. Relevance : How relevant is on-line learning to students'
professional practices?2. Reflection : Does on-line learning stimulate students' critical
reflective thinking?3. Interactivity : To what extent do students engage on-line in rich
educative dialogue?4. Tutor Support : How well do tutors enable students to participate in
on-line learning?5. Peer Support : Is sensitive and encouraging support provided on-
line by fellow students?6. Interpretation : Do students and tutors make good sense of each
other's on-line communications?
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4.3.Overview of pedagogic strategy models• There are dozens ...
A few models sorted by 2 dimensions:
formal open / informal
Learning I(information)
Lecturing,"page turners",
drill & practise, ....
on-demand tutorials,handbooks, ....
small scaleLearning II(know how)
exercising,e-instruction,
simulations, ....
on-demand e-instruction,self-learning with textbooks,
....large scaleLearning II(know how)
Problem-based learning, Inquiry-based learning,simulation & gaming,...
help desk model,on-demand tutoring,
knowledge management,...Learning III(knowing in
action)
Project-based learningformal e-portfolios
....
Communities of practiceMentoring,
....
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4.4.E-instruction model
Part 1: A modular course architecture• collections of reusable learning objects
Othermodule
Nextmodule
Recallactivity
PreviousModule
Objectives(Matter to be learned)
Module
Entry testPretest
-
- -
+/-
+/-
+
+
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Part 2: Module design• Should follow (some) sound behaviorist/cognitivist design principles,
e.g. Gagne’s 9 steps of instructiona.Gain attention e.g. present a good problem or a new situation.b.Describe the goal: e.g. state what students will be able to accomplish.c.Stimulate recall of prior knowledge (facts, rules, procedures or skills) and show how
knowledge is connected.d.Present the material to be learned e.g. text, graphics, simulations, figures, pictures,
etc.e. Provide guidance for learning (instructions on how to learn on a different channel)f. Elicit performance "practice", let the learner do something with the newly acquired
behavior, practice skills or apply knowledge. At least use MCQ’s.g. Provide informative feedback, show correctness of the trainee’s response, analyze
learner’s behavior, etc.h.Assess performance test and also more general progress informationi. Enhance retention and transfer: inform the learner about similar problem situations,
provide additional practice. Put the learner in a transfer situation.
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4.5.Problem-based learning model• Main purpose: develop problem-solving skills in a subject area
Outline of the model:1. Students receive the following learning materials:
a.the problem;b.a list of objectives that the student is expected to master while working on the
problem;c.a reference list of materials that pertain to the basic objectives;d.questions that focus on important concepts and applications of the knowledge base.
2. Students work in teams to complete the project, resolve the problem, and accomplish the learning objectives.
a.each student has a particular role in the team - leader, facilitator, recorder, or team member
b.time allotted to each project is fixedc.the team schedules its own activities and decides how to use the allotted time
3. Student performance is evaluated by instructors, peers, and self using questionnaires, interviews, observation, and other assessment methods.
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4.6.Inquiry-based learning modelPurpose: concept learning and investigation methodology
Typical cycle of student activities (done several times)
Ask
Investigate
CreateDiscuss
Reflect
students ask questions
collect informationobserveexperiment
synthesizemake linkswrite report
share ideasconfront ideas
examine resultsand look at questions again
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4.7.Project-based learning model• Main purpose: "deep learning" (applicable knowledge)
Outline of the model defined by "Moursund":• A typical project has 4 phases:
(1) Getting starteda.Define the topic of overall courseb.Define timelines, milestones and assessment methodsc.Identify resourcesd.Identify prerequisitese.Advance organization (project-methodology, skills that will have to be acquired etc.)f. form teams
(2) Initial Team Activity - Project Planninga.Knowledge pooling by team membersb.Initial project specification, e.g. formulate objectives and questions. At university
level, this should lead to a research design.c.Planning, e.g. definition of work packages, milestones and timelinesd.Formal teacher feedbacke.Revision of the project specification and plan (if need return to steps 2 and 3)
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(3) Project Implementationa.Have students complete one task and milestone at a time. Make sure that students
engage in regular meetingsb.Refining of project definitionc.Sharing between team members (make sure that there is collaboration and
cooperation, you decide)d.Provide feedback (this includes peer-to-peer tutoring, global feedback to the class
for all projects, etc.)e.Move toward completion.f. Repeat all steps until all milestones have been met
(4) Completiona.Students have to polish the final product and prepare associated presentations.b.Assessment: The whole class should assist at the presentation of the results.
Students may have the occasion to integrate a last feedback.c.Closing session with the whole class discussing the experience
Notes: • There are many variants of this kind of model• ICT-enhanced models put more emphasis on intermediary products
and exchange activities (see next)
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4.8.Structured project-based learning model (variant)
Level 1: Teacher roles and the overall design• Strong story-boarding, projects are done individually or in small groups• Teacher role is crucial & complex
Goals and questionsstage 1stage 2stage 3 ...
Scenario 1
output: objectives+
R & D plansstage 1stage 2stage 3
Scenario 2
output: plan v.1
......
Teacher asorchestrator
Teacher asmonitor
Teacher asfacilitator
answers questionswrites tutorialsprovides examplesprovides links
makes auditsreads blogscontrols project plans
designs the environmentdesigns the global projectdesigns flexible tasks
evaluates
gives feedback
Projects
designs exchange activities
research questionsdiscussion at class level
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Level 2: Scenario orchestrations with workflow loops and ICT: • Scenarios are sequences of activity phases (stages) within which
group members do tasks and play specific roles• Each activity leads to a product that can be discussed and reused
Produce Deposit
Look
Resources Tools
Discuss
... this is just the “ur-loop” ... other variants !
Products
exchange
authentic tasks
living documents
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4.9.A "help desk/knowledge management model" for life-long learning• Purpose: support informal workplace learning• Needs involvement of several organizational units
Problem
Help desk
Knowledgebase
Tutorials
Peers
Specialists
Forums/Chat
LearnerAnswer
Comment
submit
consult
dispatch
.....
supportinfrastructure
add
add
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4.10.Community of practise model
Purpose: Engage actors in communities that learn• often used in professional development, e.g. teacher training
• members of a community tend to make better progress• knowledge through enculturation (collective memory)• good communities are knowledge management aware
Use of portal software• A place to find informations, news etc., • A place to exchange, to reflect, to be, ....
... difficult to set up (people don’t collaborate naturally)
reflection
fun
informations
exchangehelp
..... "presence"
open & freecommunication
news
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4.11.MentoringPurpose: Formal or informal "elder" to "younger" training
1. Conditions: Mentoring works when:• individuals are committed to it,• there is a goal (see the mentoring contract),• there is a supportive environment.
2. Stages to set up a mentoring program• Identify development needs of protégé(s)• Identify and recruit mentor(s).• Prepare/train mentor.• Mentor and protégé negotiate a mentoring agreement (see below).• Carrying out (implementation can include meetings with a facilitator).• Evaluation.
3. Contract:• Mentors and proteges should agree on a formal contract.• Contents: development objectives, roles and expectations, duration,
ground rules, other comments.• Both have to sign it (and believe in it).
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5. Tools & Methods
• Provide methodologies for design and implementation• Note: Often instructional design methods are also called "instructional
design models"
Educational
TechnologiesInstructionaldesign methods
technologies
4.Tools & Methods
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5.1.Plan at least for 3 areas
Define: who does what and where (before, during and after)• 1. Roles, structures and relations between actors• 2. Contents (including places for knowledge exchange)• 3. Learning activities
1. TeacherTutor
Designer
Information space2. Knowledge &
3. Learning Activities
Learner
Content Expert
Courseware
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5.2.Method: heavy duty industrial design ?
E.g. MISA/MOT/ADISA: Course designer works on "4 models"1. Knowledge and Skill Representation
DC: Design of Content (know-that and know-how)2. Application of Teaching Methods and Approaches
DP: Design of Pedagogical specifications3. Specification of Learning Materials
DM: Design of Materials4. Delivery Planning
DD: Design of DeliveryUsing such a complex method (see next slide) is worth the effort:
• if you plan do it right• if your projects are large scale
url: http://www.cogigraph.com
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5.3. Method: Medium-weight instructional systems design
Analysis
Design
Development
Implementation
tasks and needs analysisconstraints, ....
subject analysislearning objectivesscenario specs.materials specs.
implementationof design,
distributionconduct training
Delivery system, ...
Evaluation
An ADDIE-like model
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5.4.Method: Rapid participatory prototypingPrinciples:
a.Cooperating: all stake-holders (including learners) participateb.Experimenting: ideas are or may be embedded within current conditions, e.g. they
may emerge during teachingc.Contextualizing: Setting and situations are particular, e.g. each class may evolve
differentlyd.Iterating: The not-yet-known, draws from the point of view of use
The implementation cycles:
Learning goals
Design of
Teach & learn
Evaluationactivities& environment
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5.5.Technology (not part of this talk)Technology is not innocent !.... do not trust vendors who make universal claims ....
Teaching Iknow-that
Teaching IIknow-how
Teaching IIIknowing-in-action
E-learning Systems *** *Hypertext, Wikis, CMS
(exploring, reading) *** *
Groupware (help desk, discussion) * *** **
Microworlds(exercising, simulating) *** *
Hypertext, Wikis, CMS (producing, collaborating) ** * ***
C3MS (community portals), linked blogs * * ***
Comp. Supp. Coll. Learning * *** *
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6. Executive summary• Define objectives (what will your learners be able to do ?)
=> Only then look at pedagogical strategies and design models• Reading is not learning, educational ICT is not just e-learning
=> One must “do” to learn, i.e. you must design learning activities• Most people need guidance to achieve instructional goals
=> External conditioning (teaching, tutoring, monitoring)• There are many ways to implement these principles ....
Some further reading:
http://EdutechWiki.unige.ch/en/ (under construction, unstable until 9/2006)
© TECFA 31/5/06
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